Warm-Up On the front of an index card, write your first and last name, the names of your campus and your address. First Name Last Name Campus Throughout this session, make note on the back of the index card, any comments of future PD or support you might need/like from your Academic Facilitators. You will turn in your index card at the end of this session as an exit slip. Notes/Comments on future PD or support you would like.

From Blueprint to Construction: High School Math Assessments Instructional Coach Conference August 8 & 9, 2013 Presented by your High School Math Academic Facilitators: Betsy Urschel, Division 4 Ercleo Esquejo, Division 2 Rosa Darkwa, Division 3

Outcomes: o Campus Instructional Coaches will come away with a common understanding of how to examine and analyze longitudinal data. o Campus Instructional Coaches will understand how to effectively utilize the Assessment Blueprint Template. o Campus Instructional Coaches will articulate the importance of using data and unpacking standards to determine the content and cognitive levels in the assessment development process.

Dallas ISD Core Beliefs 1.Our main purpose is to improve student academic achievement. 2.Effective Instruction makes the most difference in student academic performance. 3.There is no excuse for poor quality instruction. 4.With our help at risk students will achieve at the same rate as non-at risk students. 5.Staff members must have a commitment to children and a commitment to the pursuit of excellence.

We assess students not merely to evaluate them, but to improve the entire process of teaching and learning. - Douglas B. Reeves, Making Standards Work Which core belief(s) does the quote reflect? Be prepared to explain why and share.

Planning for Interim Assessme nts

Step Process for Creating Quality Assessments 1.DATA: A Look at the Data 2.CONTENT: Identifying Know and Do 3.PROCESSES: Identifying Processes and Skills 4.REVIEW EXAMPLES: What are we looking for in an item? 5.ITEM AND TEST LEVELING: Are items written at the appropriate cognitive level based on the TEKS? 6.ITEM DESIGN: Do test items follow best practices in item design?

Step Process for Creating Quality Assessments 1.DATA: A Look at the Data 2.CONTENT: Identifying Know and Do 3.PROCESSES: Identifying Processes and Skills 4.REVIEW EXAMPLES: What are we looking for in an item? 5.ITEM AND TEST LEVELING: Are items written at the appropriate cognitive level based on the TEKS? 6.ITEM DESIGN: Do test items follow best practices in item design?

1. DATA Identifying High Priorities for Assessment Look at your longitudinal data for Algebra 1. What areas have been problematic for TAKS/STAAR in past? Circle these SEs TEKS SEUnit 2Unit 4Unit 5Unit TAKS%2012 STAAR%Average A1.A67.19% 72.25%89.92% 79.82% A1.B68.39% 71.52%76.91% 73.43% A1.C42.16%67.66% 49.04% 51.98% A1.D83.09%32.03%87.70%89.77%88.36%81.96%77.15% A1.E62.86%68.46%56.10%46.90%60.77%40.12%55.87% A7.A74.04%76.35%82.82%76.39%68.11%72.20%74.99% A7.B72.00%78.03%76.48%81.48%73.36%77.37%76.45% A7.C84.83%88.47%75.15%75.45%60.90%68.09%75.48% A8.A72.14% 69.34%92.14% 77.87% A8.B58.05% 79.28%50.44%52.30%51.38%58.29% A8.C74.75% 56.95%64.88% 65.37%

Identifying High Priorities for Assessment Highlight Readiness Standards in Pink Highlight Supporting Standards in Green Reporting CategorySTAAR STAAR ModifiedReadiness StandardsSupporting Standards 1. Functional Relationships 86 A1.D Represent relationships among quantities using concrete models, Tables, graphs, diagrams, verbal descriptions, equations, and inequalities A1. E Interpret and make decisions, predictions, and critical judgments from functional relationships, A1.A Describe independent and dependent quantities in functional relationships. A1.B Gather and record data and use data sets to determine functional relationships among quantities A1.C Describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations,

TEKS SEUnit 2Unit 4Unit 5Unit TAKS%2012 STAAR%Average A1.A 67.19% 72.25%89.92% 79.82% A1.B 68.39% 71.52%76.91% 73.43% A1.C 42.16%67.66% 49.04% 51.98% A1.D 83.09%32.03%87.70%89.77%88.36%81.96%77.15% A1.E 62.86%68.46%56.10%46.90%60.77%40.12%55.87% A7.A 74.04%76.35%82.82%76.39%68.11%72.20%74.99% A7.B 72.00%78.03%76.48%81.48%73.36%77.37%76.45% A7.C 84.83%88.47%75.15%75.45%60.90%68.09%75.48% A8.A 72.14% 69.34%92.14% 77.87% A8.B 58.05% 79.28%50.44%52.30%51.38%58.29% A8.C 74.75% 56.95%64.88% 65.37%

Your Turn: Your Turn: Creating an Assessment Blueprint List the TEKS that will be assessed on the blueprint Identify whether they are Readiness or Supporting standards Circle any SE that in High Priority SE Readiness/ Supporting SE Content Specificity Number of Items Needed R/S ASSESSMENT BLUEPRINT TEMPLATE..

2. CONTENT TEKS and Assessment: Things to Remember The wording of the standard tells us WHAT CONTENT will be assessed on STAAR The wording tells us at WHAT LEVEL the standard will be assessed on STAAR

Content The content items for which students must demonstrate understanding at the appropriate cognitive level in order to adequately meet the standard. Cognitive The level at which students are expected to perform in order to adequately meet the standard. Determined by the verbs used in both the Knowledge and Skills statements and the Student Expectations Content & Cognitive Exectations

What Should Students KNOW? Background knowledge they will need to have in order to ensure understanding and application of the standards? What vocabulary must the student know and be able to use to have success? What should they understand at end of lesson?

Algebra 1 5.Linear Functions. The student understands that linear functions can be represented in different ways and translates among their various representations. The student is expected to: (A) Determine whether or not given situations can be represented by linear functions. (B) Determine the domain and range for linear functions in given situations; and (C) Use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions. Knowledge & Skills Statement Student Expectations Strand

Your Turn: Your Turn: Refer to your TEKS Look at the at the TEKS listed on your handout Identify what the students need to KNOW and DO based on the TEKS Decide how many items would be needed to test this material SE Readiness/ Supporting SE Content Specificity Number of Items Needed R/S ASSESSMENT BLUEPRINT TEMPLATE..

Planning for Interim Assessments: 1.DATA: Identify and assess high priority TEKS 2.CONTENT: Identify what students need to Know and Do What will be assessed and how? Identify the content and concepts that will be assessed. Final Reflection: How will you implement the information presented in this session as a Campus Instructional Coach (CIC) to increase student achievement?